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Are you interested in a career in the health services, in a pharmaceutical company or in medical research? Would you like to explore diseases like cancer or the response to infection? Are you intrigued to learn how medicines are discovered and how they work?

Overview

In the School of Biosciences, we have a community spirit and students learn with and from each other. We are also renowned for our innovative teaching methods.

New ways of using IT in lectures allow you to revisit the teaching at a later date.

Our academics have developed animations to help explain tricky concepts.

Special communication projects teach you how to share scientific knowledge with the public.

Our degree is accredited by the Institute of Biomedical Science (IBMS) and the Royal Society of Biology (RSB).

Our degree programme

During your studies you explore the biochemical processes that occur in the human body, learn how they respond to diseases and how this knowledge can be used to identify and treat diseases. In your future career, this scientific knowledge could be put to practical use within medical healthcare.

In your first and second years, you develop your skills as a bioscientist, covering areas including biological chemistry, genetics, molecular and cellular biology, human physiology and disease, and metabolism.

In your final year, your modules cover areas such as immunology, haematology and blood transfusion, and pathogens. Optional modules cover areas including the biology of ageing, neuroscience and cancer biology.

You also complete your own research project. Our research funding of around £4.5 million a year means that you are taught the most up-to-date science and this allows us to offer some exciting and relevant final-year projects.

We also offer between 20 and 30 paid Summer Studentships each year. You can apply to work in our research labs during the summer holiday and gain hands-on research experience before your final year of study.

Sandwich year

Year abroad

You can choose to work or study abroad for a year. You are taught in English and previous destinations include universities in the US, Canada, Europe, Hong Kong and Malaysia. For more details, see Biomedical Science with a Year Abroad.

Study resources

We recently spent £2 million on our laboratories to ensure that you develop your practical skills in a world-class environment. We give you extensive practical training and you spend up to two days a week in the laboratory.

Extra activities

You can join BioSoc, a student-run society. Previous activities have included research talks and social events.

We also encourage our students to attend outside conferences and events. In 2015, Kent students competed with 280 teams and won the gold medal at the International Genetically Engineered Machine (iGEM) Giant Jamboree in the USA.

Professional network

Our school collaborates with research groups in industry and academia throughout the UK and Europe. It also has excellent links with local employers, such as:

NHS

GSK

MedImmune

Eli Lilly

Lonza

Aesica Pharmaceuticals

Sekisui Diagnostics

Cairn Research

Public Health England.

Independent rankings

In the National Student Survey 2016, Biomedical Science at Kent was ranked 3rd for the quality of its teaching. Biosciences at Kent was ranked 8th for course satisfaction in The Guardian University Guide 2017.

Biomedical Science students who graduated from Kent in 2015 were the most successful in the UK at finding work or further study opportunities (DLHE).

Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include

Credits

BI300 - Introduction to Biochemistry

This course will provide an introduction to biomolecules in living matter. The simplicity of the building blocks of macromolecules (amino acids, monosaccharides, fatty acids and purine and pyrimidine bases) will be contrasted with the enormous variety and adaptability that is obtained with the different macromolecules (proteins, carbohydrates, lipids and nucleic acids). The nature of the electronic and molecular structure of macromolecules and the role of non-covalent interactions in an aqueous environment will be highlighted. The unit will be delivered though lectures, practicals, workshops and small group teaching. Frequent feedback will be given to the students to ensure that they fully understand what is expected of them. Short tests will be used throughout the unit to test the students' knowledge and monitor that the right material has been extracted from the lectures.

Lectures:

Introduction. What is Biochemistry? The chemical elements of living matter. The central role of carbon and the special properties of water. The underlying principle in the use of monomers to construct macromolecules. The nature of weak interactions in an aqueous environment.

This course aims to introduce the 'workers' present in all cells  enzymes, and their role in the chemical reactions that make life possible.

The fundamental characteristics of enzymes will be discussed  that they are types of protein that act as catalysts to speed up reactions, or make unlikely reactions more likely. Methods for analysis of enzymic reactions will be introduced (enzyme kinetics). Control of enzyme activity, and enzyme inhibition will be discussed.

Following on from this the pathways of intermediary metabolism will be introduced. Enzymes catalyse many biochemical transformations in living cells, of which some of the most fundamental are those which capture energy from nutrients. Energy capture by the breakdown (catabolism) of complex molecules and the corresponding formation of NADH, NADPH, FADH2 and ATP will be described. The central roles of the tricarboxylic acid cycle and oxidative phosphorylation in aerobic metabolism will be detailed. The pathways used in animals for catabolism and biosynthesis (anabolism) of some carbohydrates and fat will be covered, as well as their control. Finally how humans adapt their metabolism to survive starvation will be discussed.

This course will expose students to key themes and experimental techniques in molecular biology, genetics and eukaryotic cell biology illustrated by examples from a wide range of microbial and mammalian systems. It will cover basic cell structure, and organisation of cells into specialized cell types and complex multi-cellular organisms. The principles of cell cycle and cell division will be outlined. The control of all living processes by genetic mechanisms will be introduced and an opportunity to handle and manipulate genetic material provided in practicals. Lectures and practicals will run concurrently as far as possible and monitoring of students' knowledge and progress will be provided by multi-choice testing and feedback in workshops.

This module will consider the anatomy and function of normal tissues, organs and systems and then describe their major pathophysiological conditions. It will consider the etiology of the condition, its biochemistry and its manifestation at the level of cells, tissues and the whole patient. It will cover the diagnosis of the condition, available prognostic indicators and treatments.

Subject-based and communication skills are relevant to all the bioscience courses. This module allows you to become familiar with practical skills, the analysis and presentation of biological data and introduces some basic mathematical and statistical skills as applied to biological problems. It also introduces you to the computer network and its applications and covers essential skills such as note-taking and essay writing.

Topics covered in lectures/workshops:

How biosciences is taught at UKC - lectures, supervisions, problem solving classes, practicals. Effective study and listening skills, note taking and use of the library. Support networks.

General principles of analytical biochemistry - quantitative/qualitative analysis, making and recording measurements. The quality of data - random and systematic error, precision, accuracy, sensitivity and specificity.

The manipulation and presentation of data - SI units, prefixes and standard form

Spectroscopy - The range of electromagnetic radiation. Absorption and emission of radiation. Molecular absorptiometry - the use of the Beer-Lambert relationship for quantitative measurements using absolute or comparative methods (molar and specific extinction coefficients).

Reaction Kinetics. Reactions and rates of change: Factors affecting the rate of a reaction. Zero, first and second order reactions. Rate constants and rate equations (including integration). Worked examples of rates of reactions.

Regression: the regression line, slope and intercept parameters, regression in spreadsheet calculations, history of regression, assumptions in regression, effect of outliers, how not to use statistics.

The principles of chemistry are an essential foundation for biochemistry. Building up from the atomic level, this module introduces periodicity, functional groups, compounds and chemical bonding, molecular forces, molecular shape and isomerism, and chemical reactions and equilibria, enabling you to understand the importance of organic chemistry in a biological context.

Phase A: Autumn Term (5 x 2 hr Workshop)

Basic chemical concepts for biology will be taught and applied through examples in a workshop atmosphere. The five workshop topics covered are: (i) Atoms and states of matter (ii) valence and bonding (iii) basic organic chemistry for biologists (iv) molecular shapes and isomerism in biology and (iv) chemical reactivity and chemical equations.

Assessment feedback of basic chemistry (1 session/lecture)

Phase B: Autumn Term (8 lectures, 1 x 2 hr Workshop)

Chemical and biochemical thermodynamics (6 lectures, 1 workshop). Topics covered are: (i) energetic and work, (ii) enthalpy, entropy and the laws of thermodynamics (iii) Gibbs free energy, equilibrium and spontaneous reactions, (iv) Chemical and biochemical equilibrium (including activity versus concentration and Le Chatelier's principle). The two hour workshop is designed to be delivered as small group sessions to cover the applications and practice of thermodynamics concepts.

This module is an introduction to Mendelian genetics and also includes human pedigrees, quantitative genetics, and mechanisms of evolution.

Lectures/Workshops:

Genetics

An introduction to the genetics of a variety of organisms including Mendelian inheritance (monohybrid and dihybrid) and exceptions to the predicted outcomes due to incomplete dominance, co-dominance, lethal alleles, epistasis and genetic linkage, the chromosomal basis of inheritance, organelle based inheritance and epistasis. The inheritance of human genetic disease and its investigation by human pedigree analysis will also be introduced. Bacterial genetics.

Evolution

The nature of mutation, including molecular mechanisms leading to the mutation of DNA, and the role of both mutation and horizontal gene transfer in evolution. Historical views on evolution, Darwins observations, the fossil record to modern techniques. Microevolution, population genetics and analysis of the distribution of genes within populations and mechanisms of gene flow, genetic drift, selection and speciation.

This module will introduce the student to two of the four main branches of laboratory medicine, Clinical Biochemistry and Cellular Pathology, and begin to develop the skills students will require to work effectively and safely within a clinical setting.

Clinical Biochemistry:

1. The use of the laboratory, quality assurance and techniques (including Instrumentation and Automation, Clinical Applications, Antigen-Antibody Reactions, Separation techniques) will be introduced using the various screening and testing procedures as below.

2. Screening for disease  concepts, rationale and screening programmes, application of biochemical techniques to paediatrics and inborn errors of metabolism, tumour markers, liver function, iron and porphyrias, enzymes and their use in laboratory medicine, clinical applications of protein biochemistry, nutrition in health and disease, lipids and atherosclerosis.

Cellular Pathology:

1. Application of histological and cytological techniques in a clinical setting including cell and tissue sampling techniques for histological and cytological diagnosis;

2. Use, histochemical and immunohistochemical stain techniques for diagnosis and selection of treatment.

D. Mini-project  introduction to research skills: Students will work in groups of eight to undertake directed experimental work (Group Project) before extending the project further through self-directed experiments working as a pair (Mini Project).

E. Careers: The programme will be delivered by the Careers Advisory Service and will review the types of careers available for bioscience students. The sessions will incorporate personal skills, careers for bioscience graduates, records of achievement, curriculum vitae preparation, vacation work, postgraduate study, interview skills and action planning.

Microbial biodiversity at the structural level: Composition of the average bacterial cell and basic bacterial cell structure. Gram positive and gram negative. Archea. Organisation of DNA. Membranes and the transport of small molecules into and out of the cell. Peptidoglycan and LPS and their importance in pathogenesis. The location and function of proteins. Capsule, flagella and adhesins.

Microbial communities and ecology: growth and survival in the real world (e.g. soils and sediments), studying populations and individuals. Biofilms and complex communities. Diauxie and growth.

Signalling and physiological control: Introduction to bacterial genetics. The regulation of gene expression at the transcriptional and post-transcriptional level in response to environmental factors Chemotaxis.

Practical: "Antibiotics" in which students follow the growth of bacteria upon treatment with bacteriostatic and bactericidal antibiotics and answer questions about data concerning the mode of action of antibiotic resistance presented in the laboratory manual.

Workshop: "Growth and viable counts" in which the students are given numerical data + growth equations and have to define factors such as (i) dilutions needed to give specific cell numbers, (ii) generations of growth to achieve specific cells numbers (iii) growth rate/doubling time. Designed to give students the skills required to manipulate bacterial cells to achieve correct cell density and growth phase for practical work.

This module describes the integration of the many chemical reactions underpinning the function of cells. For example, how cells make ATP and use it to drive cellular activities, and how plant cells harvest energy from the sun in the process of photosynthesis.

Part A: principles of metabolic regulation

Metabolic regulation maintains molecular homeostasis. Metabolic controls that lead to changes in output of metabolic pathways in response to signals or changes in circumstances.

The module deals with the molecular mechanisms of gene expression and its regulation in organisms ranging from viruses to man. This involves descriptions of how genetic information is stored in DNA and RNA, how that information is decoded by the cell and how this flow of information is controlled in response to changes in environment or developmental stage. Throughout, the mechanisms in prokaryotes and eukaryotes will be compared and contrasted and will touch on the latest developments in how we can analyse gene expression, and what these developments have revealed.

The cell is the fundamental structural unit in living organisms. Eukaryotic cells are compartmentalized structures that like prokaryotic cells, must perform several vital functions such as energy production, cell division and DNA replication and also must respond to extracellular environmental cues. In multicellular organisms, certain cells have developed modified structures, allowing them to fulfil highly specialised roles. This module reviews the experimental approaches that have been taken to investigate the biology of the cell and highlights the similarities and differences between cells of complex multicellular organisms and microbial cells. Initially the functions of the cytoskeleton and certain cellular compartments, particularly the nucleus, are considered. Later in the unit, the mechanisms by which newly synthesised proteins are secreted or shuttled to their appropriate cellular compartments are examined.

Lectures:

Cell motility and the cytoskeleton. - types of cell movements. Actin-based mechanisms - actin/myosin systems in muscle and other cells in higher eukaryotes and the discovery of corresponding microbial systems. - microtubules and their role in intracellular transport: dynein and kinesin. Microtubules in cilia and flagella. ATP and GTP driven processes - the family of intermediate-sized filaments; their structure, cellular role. Concepts of the evolution of intermediate filaments between microbes and man.

Regulation of the mitotic cell cycle and the dynamic structure of the nucleus.  the

Stage 3

Modules may include

Credits

BI600 - Research Project

Early in the Autumn term, projects are assigned to students by the project co-ordinator (a member of academic staff), where possible in accordance with student choice. Students then meet with their project supervisor to discuss the objectives of the project and obtain guidance on background reading. During the Autumn term students write a brief formative literature review on the project topic providing them with a good background before embarking on the project work.

The main project activities take place in the Spring term. Students taking laboratory projects spend 192 hours (24 hours per week for 8 weeks) in the lab planning, carrying out and documenting experiments. A further 108 hours are allowed for background reading and report writing. There are informal opportunities to discuss the project work and relevant literature with the supervisor and other laboratory staff. Formal meetings may be arranged at the discretion of the student and supervisor. Students undertaking non-laboratory projects are based in the library or, occasionally, in the laboratory; they are expected to dedicate 300 hours to their project work. Non-laboratory students are strongly encouraged to meet with the supervisor at least once a week to discuss progress and ideas and to resolve problems. At the end of the formal project time, students are allowed time to complete the final project report, although they are encouraged to start writing as early as possible during the Spring term. The supervisor provides feedback on content and style of a draft of the report. In addition, students are expected to deliver their findings in presentation lasting 10 minutes with 5 minutes of questions.

Organisation and Content:

Projects are designed by individual members of staff in keeping with their research interests and fall into one of four categories:

 Wet/Dry Laboratory and Computing: practical research undertaken in the teaching laboratories, or on computers followed by preparation of a written report

 Dissertation: library-based research leading to production of a report in the style of a scientific review

 Business: development of a biotechnology business plan

 Communication: similar to dissertation projects but with an emphasis on presenting the scientific topic to a general, non-scientist audience

This module describes the anatomy, physiology, pathology, and therapy of the blood and blood forming tissues, including the bone marrow. It covers a wide range of disorders including haematological malignancies, infection with blood-borne parasites that cause malaria, and inappropriate clotting activities such as deep vein thrombosis.

Since the discovery of HIV, astonishing progress has been made in our understanding of how the immune system functions. The aim of this Advanced Immunology module is to review topical aspects of this fascinating subject, placing emphasis on the regulation of the immune response, and the role of dysfunctional immune systems in the aetiology of a variety of disease states. Students will be expected to devote time to private study, consulting course texts, reviews and primary literature.

Role of cytokines in the immune system - Properties of cytokines; cytokine receptors; cytokine-related diseases, including inherited immunodeficiencies; therapeutic applications of cytokines and their receptors

This module focuses on the endocrine system, which in conjunction with the nervous system, is responsible for monitoring changes in an animal's internal and external environments, and directing the body to make any necessary adjustments to its activities so that it adapts itself to these environmental changes.

The emphasis will be on understanding the underlying principles of endocrinology, the mechanisms involved in regulating hormone levels within tight parameters in an integrated manner and the central importance of the hypothalamic-pituitary axis.

During the lectures each major endocrine gland or functional group of glands will be explored in turn and specific clinical disorders will be used to illustrate the role of the endocrine organs in the maintenance of whole body homeostasis. The systems studied will include the following: thyroid gland, parathyroid gland and bone metabolism, adrenal gland, renal hormones (water and salt balance), pancreatic hormones, gut hormones and multiple endocrine neoplasia, gonadal function and infertility.

Consideration will be given to the methods available for the diagnosis of specific endocrine diseases, including the measurement of electrolyte and hormone levels, and the role of dynamic testing.

The role of the endocrine system in integrating metabolic pathways will be emphasised throughout the module and particular scenarios such as infertility, diabetes mellitus

1. Introduction: Outline of how physiological homeostasis and adaptation is achieved in the bacterial cell.

2. Experimental approaches used to study microbial physiology and genetics: "Classical" and "reverse" genetics as applied to the study of bacteria. The use of reporter fusions. Transcriptomic and proteomic analysis of gene expression. Deep sequencing and metagenomics. Protein-nucleic acid interactions.

3. Transcriptional and post-transcriptional regulation of gene expression in bacteria: Transcription and translation in bacteria and the diverse mechanisms by which they are controlled. Phase variation and quorum sensing as modes of gene regulation.

Protein structure and function prediction. Prediction of binding sites/interfaces with small ligands and with other proteins. Bioinformatics analyses using protein data.

C. Genomics

An introduction to DNA analysis methods moving onto omics approaches, primarily focussing on the data available from DNA sequencing  how it can be used to compare genomes (comparative and functional genomics). Metagenomics and transcriptomics will also be covered.

This module introduces the basic principles of cancer biology and cancer therapy. It will explain the characteristics of cancer and why the development of more effective anti-cancer therapies is so extremely challenging. The module includes interactive discussions on a number of recent scientific publications that highlight the relevant and important issues at the frontiers of cancer research today.

The module is divided into three roughly equal sized units, each dealing with a specific aspect of neurobiology. Throughout, both the normal system and diseases and disorders that arise as a consequence of abnormalities will be covered.

Unit 1: Development of the Nervous System

Looks at how the complex and intricately wired nervous system develops from a simple sheet of neuroepithelial cells by addressing the cellular and molecular basis of:

1. Neurulation (formation of the brain and spinal cord)

2. Nerve cell proliferation (Neurogenesis)

3. Differentiation and survival of nerve cells

4. Axon growth and guidance

5. Synapse formation (Synaptogenesis)

Unit 2: Signalling at the Synapse

Considers the molecules and mechanisms involved in transmission of signals between nerve cells:

1. Neurotransmitters and neuromodulators

2. Molecular mechanisms of transmitter release

3. Neurotransmitter receptors and transporters

Unit 3: The Brain and Behaviour

Explores how the nervous system controls a variety of behaviours including:

The module overviews the importance of studying ageing, the organisms and methods used to do so. It considers how organisms age, together with providing a detailed understanding of the processes and molecular mechanisms that govern ageing.

Introduction

1. Importance and principles of ageing research

2. Why do organisms age and theories of ageing: e.g. Damage theory, telomeres, genetics and trade off theories.

2. Systems approaches to studying ageing: e.g. high throughput DNA/RNA sequencing, high throughput proteomics and, metabolomics. Pros and cons of these methods, what we have learned from them?

Signalling pathways that control ageing

1. Insulin signalling pathway and Target of Rapamycin (ToR) pathway.

2. Organisation of pathways and the molecules involved, how they were discovered to be implicated in lifespan and ageing, ways of modelling and studying their molecular detail in animals e.g. genetic/ epistasis analysis.

3. The processes downstream of these pathways that allow them to control lifespan/ageing e.g. stress resistance, autophagy, reduced translation, enhanced immunity etc.

4. Cross-talk between pathways.

5. Dietary restriction, lifespan and ageing.

6. How dietary restriction works in different organisms, what signalling pathways and processes it affects.

This module is designed to provide students across the university with access to knowledge, skill development and training in the field of entrepreneurship with a special emphasis on developing a business plan in order to exploit identified opportunities. Hence, the module will be of value for students who aspire to establishing their own business and/or introducing innovation through new product, service, process, project or business development in an established organisation. The module complements students' final year projects in Computing, Law, Biosciences, Electronics, Multimedia, and Drama etc.

The curriculum is based on the business model canvas and lean start up principles (Osterwalder and Pigneur 2010) on designing a business plan for starting a new venture or introducing innovation in an established organisation. It includes the following areas of study:

 The new business planning process and format, developing and evaluating the business idea, producing a business plan, which includes four main sections, namely, business concept, marketing plan, operational plan and financial plan.

 Developing the operation plan  Identifying key activities to be carried out, matching key activities with resources for an effective and efficient use of resources, planning and employing staff, planning and obtaining premises, physical and financial resources; phased implementation of the business plan.

 Developing the financial plan  Identifying appropriate sources of finance, and evaluating and managing the financial viability of a business by developing Forecast cash flow statement, Sales and Profit account and Profit and Loss Account, a description of the composition of the balance sheet, financial indicator- Breakeven analysis, by highlighting underlying assumptions.

The module begins by overviewing the diverse mechanisms used by cells to communicate, considering the main modes of cell-cell communication, the major classes of signalling molecules and the receptor types upon which they act. It then focuses on nuclear, G-protein coupled, and enzyme linked receptors covering in molecular detail these receptors and their associated signal transduction pathways.

Cells and subcellular compartments are separated from the external milieu by lipid membranes with protein molecules inserted into the lipid layer. The aim of this module is to develop understanding of both the lipid and protein components of membranes as dynamic structures whose functions are integrated in cellular processes.

Lectures:

1. Review of the fluid mosaic model for membrane organisation

a. Experimental evidence for fluidity  lateral/rotational/flip-flop

2. Membrane proteins

a. Types: integral vs peripheral, and their experimental definition. Asymmetry and sidedness. Overview of types of transmembrane proteins, and lessons on prevalence and functions from genome analysis

a. The red cell membrane: observation of the requirements of such a membrane and how those requirements are not met in certain disease states (spherocytosis, elliptocytosis and pyropiokilocytosis). The putative CO2 metabolon. Structure of the red cell membrane and its associated cytoskeleton: the spectrin/ankyrin/actin system.

b. The membrane skeleton as a mechanism for restricting the mobility of membrane proteins in the plane of a membrane: evolutionary considerations and disease states in other cell types e.g. ankyrin-linked dysfunction of cardiac ion transport in heart diseases.

Practical

An exploration of the red cell membrane focusing on the anion transporter. The practical will include computer analysis of the sequence of the anion transporter to predict its structure in relation to experimental data from the practical. An additional aspect of this practical will be recapitulation of the use of some techniques widely used in final year projects (SDS gel and blotting).

Teaching and assessment

Teaching includes lectures, laboratory classes, workshops, problem-solving sessions and tutorials. You have an Academic Adviser who you meet with at regular intervals to discuss your progress, and most importantly, to identify ways in which you can improve your work further so that you reach your full potential.

Most modules are assessed by a combination of continuous assessment and end-of-year exams. Exams take place at the end of the academic year and count for 50% or more of the module mark. Stage 1 assessments do not contribute to the final degree classification, but all stage 2 and 3 assessments do, meaning that your final degree award is an average of many different components. On average, 26% of your time is spent in an activity led by an academic; the rest of your time is for independent study.

Programme aims

The programme aims to:

instil a sense of enthusiasm for biomedical science, confront the scientific, moral plus ethical questions and engage in critical assessment of the subject material covered

offer an understanding of scientific investigation of human health and disease

provide a stimulating, research-active environment in which students are supported and motivated to achieve their academic and personal potential

educate students in the theoretical and practical aspects of biomedical science

facilitate the learning experience through a variety of teaching and assessment methods

give students the experience of undertaking an independent research project

prepare students for further study, or training, and employment in science and non-science based careers, by developing transferable and cognitive skills

develop the qualities needed for employment in situations requiring the exercise of professionalism, independent thought, personal responsibility and decision making in complex and unpredictable circumstances

provide access to as wide a range of students as practicable.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

the structure, function and control of the human body

the main metabolic pathways used in biological systems in catabolism and anabolism, understanding biological reactions in chemical terms

the variety of mechanisms by which metabolic pathways can be controlled and the way that they can be co-ordinated with changes in the physiological environment

the genetic organisation of various types of organism and the way in which genes can be expressed and their expression controlled

molecular genetic techniques and the causes and consequences of alterations of genetic material

the structure and function of the main classes of macromolecules such as DNA, RNA, proteins, lipids and polysaccharides

the immune response in health and disease

the structure, physiology, biochemistry, classification and control of microorganisms

the main principles of cell and molecular biology, biochemistry and microbiology

the microscopic examination of cells (cytology) and tissues (histology) for indicators of disease

the qualitative and quantitative evaluation of analytes to aid the diagnosis, screening and monitoring of health and disease (clinical biochemistry)

immunological disease/disorders

the different elements that constitute blood in normal and diseased states (haematology)

the identification of blood group antigens and antibodies (immunohaematology and transfusion science)

pathogenic microorganisms

the main methods for communicating information on biomedical sciences.

Intellectual skills

You gain the following intellectual abilities:

to understand the scope of teaching methods and study skills relevant to the biomedical science degree programme

the ability to understand the concepts and principles in outcomes, recognising and applying biomedical specific theories, paradigms, concepts or principles. For example, the relationship between biochemical activity and disease

the skills for analysis, synthesis, summary and presentation of biomedical information

the ability to plan, execute and interpret the data from a short research project

recognise the moral and ethical issues of biomedical investigations and appreciate the need for ethical standards and professional codes of conduct.

Subject-specific skills

You gain subject-specific skills in the following:

to handle, biological material and chemicals in a safe way, thus being able to assess any potential hazards associated with biomedical experimentation

perform risk assessments prior to the execution of an experimental protocol

to use basic and advanced experimental equipment in executing the core practical techniques used by biomedical scientists

to find information on biomedical topics from a wide range of information resources and maintain an effective information retrieval strategy

to plan, execute and assess the results from experiments

to identify the best method for presenting and reporting on biomedical investigations using written, data manipulation/presentation and computer skills

awareness of the employment opportunities for biomedical graduates.

Transferable skills

You gain transferable skills in the following:

the ability to receive and respond to a variety of sources of information

communicate effectively to a variety of audiences using a range of formats and approaches

problem solve by a variety of methods, especially numerical, including the use of computers

the ability to use the internet and other electronic sources critically as a means of communication and as a source of information

interpersonal and teamwork skills that allow you to identify individual and collective goals, and recognise and respect the views and opinions of others

self-management and organisational skills

awareness of information sources for assessing and planning future career development

the ability to function effectively in a working environment.

Careers

Graduate destinations

Our recent graduates have gone on to careers including:

healthcare in the NHS

medical research based in academic, government, industrial and medical labs

biotechnology

teaching

industry and commerce

scientific publishing

marketing

information technology.

Help finding a job

The School of Biosciences runs employability events with talks from alumni outlining their career paths since graduation.

The University also has a friendly Careers and Employability Service, which can give you advice on how to:

apply for jobs

write a good CV

perform well in interviews.

Career-enhancing skills

You graduate with an excellent grounding in scientific knowledge and extensive laboratory experience. In addition, you also develop the key transferable skills sought by employers, such as:

excellent communication skills

teamwork

the ability to analyse problems

time management.

You can also gain new skills by signing up for one of our Kent Extra activities, such as learning a language or volunteering.

Professional recognition

Our degree is accredited by the Institute of Biomedical Science (IBMS) and the Royal Society of Biology (RSB). For future employers, this accreditation helps to demonstrate a wide-rangingscientific education with practical skillsand experience.

Independent rankings

Bioscience students who graduated from Kent in 2015 were the most successful in the UK at finding work or further study opportunities (DLHE).

According to Which? University (2017), the average starting salary for graduates of this degree is £18,000.

Professional recognition

University tends to be when you grow up… There’s no better place to do this than at Kent.

Bal Sandher Biomedical Science BSc

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications, typical requirements are listed below. Students offering alternative qualifications should contact the Admissions Office for further advice. It is not possible to offer places to all students who meet this typical offer/minimum requirement.

Meet our staff in your country

English Language Requirements

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme.

General entry requirements

Fees

UK/EU fee paying students

The Government has announced changes to allow undergraduate tuition fees to rise in line with inflation from 2017/18.

In accordance with changes announced by the UK Government, we are increasing our 2017/18 regulated full-time tuition fees for new and returning UK/EU fee paying undergraduates from £9,000 to £9,250. The equivalent part-time fees for these courses will also rise from £4,500 to £4,625. This was subject to us satisfying the Government's Teaching Excellence Framework and the access regulator's requirements. This fee will ensure the continued provision of high-quality education.

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.*

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

General additional costs

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details.

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

The Government has confirmed that EU students applying for university places in the 2017 to 2018 academic year will still have access to student funding support for the duration of their course.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. The scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages.

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

The University of Kent makes every effort to ensure that the information contained in its publicity materials is fair and accurate and to provide educational services as described. However, the courses, services and other matters may be subject to change. Full details of our terms and conditions can be found at: www.kent.ac.uk/termsandconditions.

*Where fees are regulated (such as by the Department for Education or Research Council UK) permitted increases are normally inflationary and the University therefore reserves the right to increase tuition fees by inflation (RPI excluding mortgage interest payments) as permitted by law or Government policy in the second and subsequent years of your course. If we intend to exercise this right to increase tuition fees, we will let you know by the end of June in the academic year before the one in which we intend to exercise that right.

If, in the future, the increases to regulated fees permitted by law or Government policy exceed the rate of inflation, we reserve the right to increase fees to the maximum permitted level. If we intend to exercise this extended right to increase tuition fees, we will let you know by the end of June in the academic year before the one in which we intend to exercise that right.